In this episode, Andy and Hussein debrief the AMEE 2024 conference held in Switzerland. They discuss the use of AI in medical education, the concept of adaptive expertise, and the importance of struggle in learning. They also highlight the need for collaboration in faculty development and offer tips for attending. Takeaways • AI is being used in medical education for content creation, question generation, and assisting with diagnosis and decision-making. • Adaptive expertise, which involves both procedural and conceptual knowledge, is crucial in complex and unpredictable healthcare environments. • Struggle and productive failure are valuable in the learning process and creating a safe environment for learners to explore difficult and complex situations is important. • When attending conferences, it is important to plan ahead, have backup sessions, and take breaks to process information. Networking and using conference apps can enhance the conference experience. • Abstract submissions for AMEE typically open early in the year - around February. Further reading Adaptive Expertise Bereiter & Scardamalia (1993): “Eventually they will quit being novices, without our having to do anything about it. The important question is what they will become. Will they become experts in their lines of work or will they swell the ranks of incompetent or mediocre functionaries?” Hatano, G., & Inagaki, K. (1986). Two courses of expertise. Steenhof, N., Woods, N.N., Van Gerven, P.W.M. et al. Productive failure as an instructional approach to promote future learning. Adv in Health Sci Educ 24, 739–749 (2019). [Link] Jennifer Klasen et al. (2019). ‘Whatever you cut, I can fix it’: clinical supervisors’ interview accounts of allowing trainee failure while guarding patient safety. [Link 1, Link 2] Woods, N., Steenhof, N., Kaushal, A., & Mylopoulos, M. (2018) Twelve tips for designing curricula that support the development of adaptive expertise. Medical Teacher, 40, 850-654. When I say … adaptive expertise. (2017). Medical Education., 51(7), 685-686. Pusic, M.V., Hall, E., Billings, H. et al. (2022) Educating for adaptive expertise: case examples along the medical education continuum. Adv in Health Sci Educ 27, 1383- 1400. Woods, N. Mylopoulos, M, Nutik, M., Freeman, R. Defining the specialist generalist. Canadian Family Physician May 2021, 67(5) 321-322. Mylopoulos M, Borschel DT, O'Brien T, Martimianakis S, Woods NN. (2017). Exploring Integration in Action: Competencies as Building Blocks of Expertise. Acad Med. Dec; 92(12):1794-1799. Mylopoulos M, Kulasegaram K, Woods NN. (2018). Developing the experts we need: Fostering adaptive expertise through education. Eval Clin Pract. Jun; 24(3):674-677. [Link] Gamborg ML, Jensen RD, Musaeus P, Mylopoulos M. (2022). Balancing closure and discovery: adaptive expertise in the workplace. Adv Health Sci Educ Theory Pract. Dec;27(5):1317-1330. [Link] Incorporating into clinical teaching: Productive struggle • What if…? • What does this tell you? • What else could it be? Metacognitive instruction • If you feel uncomfortable with this decision, you should… • It is important to see how… before we do… • Thinking aloud Orientation to novel content • Did you look at…? • Did you ask about…? • Did you notice if…? Conceptual understanding • A patient with these symptoms is always a sign of… because… • It is normal/not normal for this kind of patient, because… AI in clinical reasoning Henk Schmitt, Silvia Mamede. (2022). Improving diagnostic decision support through deliberate reflection: a proposal. Diagnosis (Berl). Aug 25;10(1):38-42. [Link] Faculty Development Baker, Letal. The ties that bind: a network approach to creating a programme in faculty development (Medical Teacher, 2010) [Link] Steinert Y, Mann KV. Faculty development: principles and practices. J Vet Med Educ. 2006 Fall;33(3):317-24. [Link] Twitter: @UHL_ClinEd @DrAHughesYouTube: @UHLClinEdEmail: uhl-tr.FacultyFocusPodcast@nhs.net
